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Tier 1 Proactive Behavior Systems in the Classroom

OBJECTIVE: Educators will be able to plan and implement Tier 1 proactive behavior systems in the classroom.

PURPOSE: When schools plan and implement proactive classroom supports where expectations are clearly defined and modeled, it creates a physically and emotionally safe environment that unlocks potential for learning and development.

This educational practice

toolkit (4.4) is part of Module 4: Building Trauma-Sensitive

Systems (Tier 1)

Calm, safe and predictable

environments create the conditions

for healthy development.

Educators can create conditions

that buffer the negative impacts of

chronic stress through the proactive

design of classroom systems and

expectations that are consistently

taught, practiced and reinforced

with consideration to

developmental entry points and

needs.

SCIENCE SIGNALS

Turnaround for Children Toolbox

Tier 1 Proactive Behavior Systems in the Classroom (Educational Practice Toolkit 4.4)

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1

Table of Contents

Portrait of Practice 2

Science Grounding 3

Connections to Other Turnaround Tools 4

MTSS Connection 4

Context-Setting

Skill 1: Develop Classroom Rules That Are Aligned to the Schoolwide

Matrix and Incorporate Student Voice 5

Skill 2: Plan for the Teaching of Routines and Procedures 6

Skill 3: Modeling and Practicing Expectations, Routines, Procedures 7

Skill 4: Progress Monitoring 9

Skill 5: Language That Supports Teaching and Learning of Expectations,

Routines and Procedures 9

Skill 6: Teaching Acceptable Ways to Solicit Help in the Classroom and

at School 12

Educator Tools

Protocol for Developing Classroom Rules 15

Checklist of Common Classroom Procedures 16

Teaching Procedures Lesson Template and Student Supports Guide 18

Introducing Procedures Feedback Form 20

Teacher Language Reflection Guide 22

Teacher Language Reflection Guide: Sample 24

Checklist of Asking for Help Procedures 27

Summary of Understandings 28

References 29




2

Portrait of Practice

This story highlights the experience of a new teacher. As you read, consider what actions the

teacher took to change her practice, and evaluate what impacts these actions had on student

performance.

Ms. Perry’s first year of teaching was hard – much harder than she expected. She started the

year with boundless optimism, a strong work ethic, and a deep belief that all students could

achieve at high levels. And yet, by October it was clear that she was struggling.

Ms. Perry was surprised by the challenges she faced. On the first day of school, she introduced

her rules and clearly outlined rewards and consequences. She worked hard to consistently and

fairly respond to students and build relationships, but she quickly became exasperated by the

number of times she had to re-explain basic expectations. Even a simple task like lining up took

forever and almost always resulted in a confrontation between at least two students. Every

morning she tried to give the students a fresh start, but by noon she became frustrated and

short. By spring break, Ms. Perry knew that she needed help if she was going to make it in the

teaching profession. She asked a trusted colleague, Ms. Lightfoot, to observe and give her

feedback.

After only a few minutes of observing, Ms. Lightfoot said, “Your students want to please you,

but they don’t know what you want them to do. You haven’t taught them.” Ms. Perry was

shocked. She had told her students to be respectful. She had told her students how to line up.

But Ms. Lightfoot was right, she knew from teaching academic content that telling was not the

same as teaching. She immediately got to work. She started to think about breaking down rules

and classroom procedures the same way she would break down a tricky math problem or a

new vocabulary word. Over spring break, she planned lessons for reintroducing her rules and

procedures. She decided to give her students an opportunity to contribute by sharing their

thoughts on how their class could improve and designing a new class contract. Next, she set

time aside to reintroduce her rationale, and model and practice all classroom procedures step

by step. Even though it was late in the year, she motivated students to improve by setting

implementation goals and tracking progress. She was surprised how motivated her students

were to reduce their transition time by 2 minutes in two weeks – it felt like a game instead of

the anxiety-provoking experiences before break.

Ms. Perry couldn’t believe her eyes. The same students who, only weeks before, had been a

constant source of frustration were now meeting expectations regularly. Well-taught and

monitored procedures allowed her to pinpoint exactly where they struggled and offer solutions

for the challenges they faced before they became major disruptions.

Ms. Perry still had a long way to go in her development as a teacher. But the end of her first

year had taught her that with explicit instruction and feedback, her class could succeed. She

was looking forward to building on her success and planning for year two.




3

Science Grounding

A clear and consistent approach to teaching and reinforcing expectations is necessary to create

a calm, safe and predictable environment in which students are best prepared to engage in

learning. When a school environment feels confusing or unpredictable, it can cause the kind of

stress that inhibits a student’s ability to learn. Even more so, if a student has stressors outside

of school, the negative impact on learning is compounded. When a school environment feels

physically and emotionally safe, it is less likely to arouse the stress response system and

creates the foundational conditions for learning.

Research suggests that focusing on the social-emotional development of students is the most

effective way to manage student behavior, promote student well-being, and create a

productive culture for learning. Rather than viewing student misbehavior as an intentional act

that must be punished, a developmental approach views student behavior as a demonstration

of a developmental need and as a set of skills that need to be learned (Darling-Hammond,

Flook, Cook-Harvey, Barron, & Osher, 2019). This approach asks educators to reflect on how

they currently communicate expectations and encourages continuous revision to address

changing context and student needs. In doing so, educators can create a safe environment

while simultaneously meeting each student where they are and supporting them to their next

phase of development.

One way in which schools can achieve classrooms that are more developmentally grounded is

to strive for classrooms managed not by compliance and punishment, but rather by the

“promotion of student responsibility through the development of common norms and routines

with the participation of students” (Darling-Hammond et al., 2019, p. 10). When they include

students in the creation of a classroom culture, educators garner buy-in by developing a shared

rationale and integrating culturally relevant thinking from the students. Additionally, shared

norms and procedures remove power dynamics between teachers and students that prevent

positive relationships. Instead, they promote strengthened connections while also fostering

student autonomy, self-awareness and relationship skills (Darling-Hammond et al., 2019). As

students develop norms and routines with the teacher, they have an opportunity to observe an

adult setting boundaries, using a shared language, and demonstrating respect. This modeling

can be the first step to students’ building their own ability to self-regulate when in a new

context.




4

Connections to Other Turnaround Tools

Tool Interconnectedness Description

Module 4

Educational Practice Toolkit 4.1

“Plan and align foundational

elements of Tier 1 schoolwide

systems”

This toolkit provides tools that support planning for Tier 1 at

the schoolwide level. Tools include a Tier 1 Self-Assessment,

Tier 1 Capacity Matrix and a Schoolwide Scheduling tool.

Module 4


“Plan and revise Tier 1 responsive

behavior support systems”

This toolkit serves as a complement to the current toolkit and

focuses on classroom-level responsive behavior systems.

Tools include Logical Consequences, Classroom Re-entry

Procedure and Student Safety Procedures.

Module 3


“Strategies for building

relationships with students”

This toolkit supports educators in utilizing verbal and

nonverbal communication that supports developmental

relationships with students, including strategies to interrupt

and defuse escalating behavior chains.

MTSS Connection

A proactive classroom behavior system fits into a school’s broader Tier 1 approach within an overarching MTSS.

The classroom system should reflect the values and norms found in the schoolwide system.




5

Skills

Skill 1: Develop Classroom Rules That Are Aligned to the Schoolwide Matrix and Incorporate Student Voice

Students do best when they know what is expected of them. That’s why planning and

communicating classroom rules is an essential first step in developing a productive and safe

learning environment. Unfortunately, many educators miss an opportunity to develop students

beyond basic expectations. Traditionally, adults develop the rules, communicate them to

children, and begin to enforce them with external rewards and/or consequences. While this

method may result in compliance, it does not provide students an opportunity to practice self-

regulation. Additionally, it can result in power dynamics that make relationships between

teachers and students difficult to maintain.

“In developmentally-grounded schools, classroom management is approached as something

that is done with the students and not to them” (Darling-Hammond et al., 2019, p. 10). Enlisting

students in the creation and care of the classroom community promotes student responsibility,

develops student autonomy, creates respectful relationships among students and teachers, and

provides a scaffolded opportunity for students to practice self-regulation (Darling-Hammond

et al., 2019). Although educators may fear relinquishing control or appearing lax, incorporating

student voice can lead to a high standard of behavior, in which students consider their impact

on the community rather than adhering to rules simply to avoid punishment. Below are some

guidelines to keep in mind while developing rules with students.

1. Classrooms should have no more than 3–5 positively stated rules. By limiting the number

of rules and concisely stating the desired behaviors, educators support students as they

internalize the expectations and develop positive habits.

2. Classroom rules should be aligned to the overarching school rules. For example, if the

schoolwide rules are Be Safe, Be Responsible, Be Kind, the classroom should mimic those

rules. Student voice can be incorporated by asking students to consider what safety,

responsibility and kindness look like, sound like, and feel like in the classroom setting.

3. Incorporating student voice and participation does not mean that students determine the

rules. The adult is still in control, and should guide students to develop rules that will result

in a safe and productive environment. The Developing Classroom Rules protocol provides

educators a structure for developing shared rules with students.

Context-Setting

EDUCATOR TOOL

Protocol for Developing

Classroom Rules

p. 15




6

Skill 2: Plan for the Teaching of Routines and Procedures

Effective routines and procedures are the time-saving structures that prevent logistical

concerns like an unsharpened pencil or a trip to the bathroom from consuming a teacher’s time

and derailing learning. However, more important than saving time, well-taught and monitored

procedures contribute to a calm, safe and predictable environment for students. They also

provide ample opportunity for teaching social-emotional skills such as self-awareness,

relationship skills, self-regulation, and executive functions. While all students benefit from

these structures, they can be especially supportive for students who have been impacted by

chronic stress and need predictable experiences and clear guidelines for participation.

The key to successful routines and procedures is to plan and teach them with the same level of

detail and care used to teach academic content. The Checklist of Common Classroom

Procedures and Teaching Procedures Lesson Plan Template and Student Supports Guide can

be a helpful tool when planning. Just as it is important to share the why, what and how (see

table below) with students in a math lesson, it is equally as important when introducing a new

procedure within the classroom. By activating prior knowledge and explaining rationale,

educators can support students in instances where they may need to “code switch” between

home and school, and can help students understand why certain behaviors and procedures

create an organized and safe environment.

The Why, What and How of Introducing New Content

Why Why are we learning this? How will it help us or our community?

If you need a pencil, I want you to be able to get what you need without interrupting

the learning of others. At home, if you need a pencil, you just get up and go to the

drawer to get it. But there is a different way to get a pencil at school. Why do you

think that is?

What What are we learning? What are the pieces of knowledge we need to know

to master this content?

Sharpened pencils are located in the red tub by the classroom door. Dull pencils may

be left in the blue tub by the classroom door. I will select a class pencil sharpener to

help me keep a stock of sharpened pencils at the beginning of each day.

How How will we do it? What steps do we take to demonstrate mastery?

If your pencil becomes dull during a lesson:

1. Raise a silent index finger in the air.

2. When I point to you, you may take the shortest walking path to the pencil

tub to exchange your pencils.

3. Keep in mind that only one student should be out of their seat at a time. If

you see another student at the pencil tub, please wait until they are seated.

4. Immediately return to your seat using the shortest path.

In addition to providing students the why, what, and how for a new procedure, educators must

provide students with sufficient opportunities to practice and receive feedback – just as you

would when teaching a new problem-solving method in math. The Introducing Procedures

Feedback Form identifies key elements of good procedure teaching and practice.

EDUCATOR TOOL

Introducing Procedures

Feedback Form

p. 20

EDUCATOR TOOLS

Checklist of Common Classroom

Procedures

p. 16

Teaching Procedures Lesson

Plan Template and Student

Supports Guide

p. 18




7

Skill 3: Modeling and Practicing Expectations, Routines, and Procedures

“Tell me and I forget, show me and I may remember, involve me and I learn.” – Xun

Kuang

This quote from the ancient Chinese philosopher Xun Kuang perfectly sums up the importance

of modeling and practicing new expectations, procedures and routines with students. After

developing a lesson plan that concisely introduces the why, what, and how of new

expectations and procedures, it is important to consider when and how students will be

involved in the modeling and practicing of new skills.

Modeling

To effectively model, educators break larger concepts or processes into discrete actions and

explicitly demonstrate each action. For example, if the expectation is to be kind, an educator

might model what it looks like to be kind by showing students how to make room for a friend

at the lunchroom table. To model a procedure, an educator might act out each step of a

process, pointing out how students should sound, move, and act as they complete the task at

hand. The goal of an effective model is to show students, as concisely and explicitly as

possible, the desired behaviors in action. Below are a few tips for successful modeling.

• Teacher uses clear, explicit language

• Teacher begins model when 100% of students are focused and attentive

• Teacher uses visuals and nonverbal cues when possible

• Teacher engages students throughout the model to create buy-in

o Uses songs, cheers, and chants when possible

o Acts out examples and non-examples of desired behaviors

o Uses student volunteers when appropriate

• Model is efficient and paced to maintain attention and focus

• Teacher ends model with a check for understanding

• Teacher asks students to model and give feedback

• Teacher uses call and response questions

The Introducing Procedures Feedback Form provides additional “look fors” to support

educators in modeling expectations.

Review the Making Meaning table below for an example of how to break an overarching

expectation or procedure into explicit steps students can take toward success. Notice that

Teacher B provides her students with the actions and words they can use to be successful.

Teacher B has also found an opportunity to introduce a social and emotional skill needed for

success.

Make It Explicit: Teaching Students to Show Respect While Walking in a Line

Non-Example: Teacher A Example: Teacher B

“When we walk down the hall, we are

respectful.”

“One way to show respect for others while

walking in a line is to be mindful of their

personal space. If you accidentally bump into

someone in the line, try saying, ‘Excuse me’ and

slightly adjust your pace to create more space.

EDUCATOR TOOL


Feedback Form

p.20




8

If someone accidently bumps into you

repeatedly, you could adjust your pace or ask,

‘Would you please give me a little space?’

Watch me, and then you can practice.”

What transferable social and emotional skill have students learned?

Make It Explicit: Teaching Students to Show Kindness at Their Lockers

Non-Example Example

“Wait your turn at your locker.” Make it your own:

Is there a transferable social and emotional skill within this example? If so, what is it? If not, is

there an opportunity to add one?

Practicing

Once an expectation or procedure has been modeled, students must have a time outside of

when the routine is needed to practice. For example, students may practice the transition to

the playground in the morning so that by the time they transition after lunch, they have

already practiced. Good practice allows teachers to identify and immediately correct

misunderstandings, and it can build student confidence and sense of belonging. Below are

some characteristics of good practice.

• Good practice breaks expectations/procedures into small chunks and allows students

to develop proficiency before moving to the next step.

• It starts with 1-2 students practicing, then a small group, and finally the whole group.

At each phase, the teacher and students provide feedback on what’s going well and

how to improve.

• When a challenge arises for an individual or the group, they are given specific

feedback and encouraged to try again. The goal is improvement, not punishment.

• The teacher narrates positive behavior throughout the practice.


educators in practicing the procedure with their students.

EDUCATOR TOOL


Feedback Form

p. 20




9

Skill 4: Progress Monitoring

When designing rules, procedures and routines, it’s important to consider how to measure

their effectiveness. Not only will this step help educators identify when revision or reteaching

is necessary, it will also illuminate when scaffolds need to be added or faded so that students

can experience appropriate challenge and growth as the year progresses.

Once a routine or procedure is taught, modeled, and practiced, it can appear possible to step

back and be hands off. However, maintaining and advancing expectations demands active

monitoring. After setting a progress-monitoring goal for successful implementation, students

must be actively supported to reach those goals. At its core, good monitoring is a commitment

to noticing student behavior and providing targeted feedback to students on their

performance.

Elements of Effective Progress Monitoring

• Utilizes a system for monitoring student performance during the routine (such as a

timer, tracker, notes, etc.)

• Teacher narrates what he/she is noticing

• Teacher uses nonverbal signals to monitor and/or correct behavior

• Teacher provides targeted feedback to students on their performance

• Teacher uses monitoring data to guide reflections and revisions


educators in progress monitoring the procedure with their students.

Study the example below and reflect on the changing dynamics of teacher and student roles

and responsibilities. How might progress monitoring have informed these changes?

Pencil Sharpening Procedure

Beginning of the Year Middle of the Year End of the Year

Student raises a silent index

finger. Teacher retrieves sharp

pencil from the pencil tub and

delivers to student.

Student raises a silent index

finger. The teacher will point to

the student and he/she may

walk to the pencil tub using the

shortest path. Student must

wait if another student is

already out of their seat.

Student waits until no other

students are out of their seats.

Next, student may silently use

the shortest path to walk to the

pencil tubs and exchange pencils

before immediately returning to

their seat using the shortest

path.

By having a clear vision for student progress throughout the year, the teacher can add and

fade supports as needed, including reteaching and additional practice.

Skill 5: Language That Supports Teaching and Learning of Expectations, Routines and Procedures

What educators say and how they say it has a profound impact on the way children perceive

themselves and the work they are being asked to do. If a teacher uses a harsh, punitive,

sarcastic, or inconsistent tone, students can perceive expectations as militaristic or overly

controlling. Alternatively, the same expectations and procedures can be embraced as

EDUCATOR TOOL


Feedback Form

p. 20




10

empowering elements of the class community when a teacher uses language that is calm,

consistent, and positively framed.

General Characteristics of Supportive Teacher Language

• Positive, neutral, empathetic, and interested

• Uses economy of language

• Exudes poise and calm

• Demonstrates attentiveness and responsiveness to student cues

• Teacher maintains neutral posture

• Language matched with bright facial features

• Coordinates verbal and nonverbal language

Types of Supportive Language:

Even when students are invested in expectations and procedures, there will be time when

redirection and prompting are needed. Below are three types of language that can support

quick and in-the-moment adjustments to student behavior. Utilizing the language outlined here

not only provides behavioral support, but preserves the dignity of students and maintains

positive adult-student relationships.

Positive Narration

Positively narrating behavior can be a powerful way to acknowledge one student while

providing a helpful reminder to other students. Yet, there is a distinction between praise and

narration. Positive narration is simply naming the observed desired behaviors. Students do not

need to be praised every time they line up silently. After all, that’s just the expectation. But

their compliance with the expectation should be noticed. Use the Making Meaning table below

to understand the difference between praise and narration.

Praise Positive Narration

“Good job, Brenda. I like the way you are

lining up quietly. Way to go!”

“Brenda is lining up quietly. Charlie is lining

up with his hands by his side. Tyrell is

walking quickly and safely.”

Try It Out: How might you revise the praise on the left?

Good job putting your paper away, Michael. I

like the way you’re passing in your paper,

John. Our class is doing an amazing job.

Redirection

Effective redirecting language is a statement that is short, direct and specific, and tells the

student what to do. It is delivered calmly and swiftly so that it does not slow the momentum of

the class or draw unnecessary attention to the student. After the redirection, the teacher

should allow the student time to comply, and might even turn away from the student to

communicate “I trust that you’ll follow this direction.” Next, the teacher may want to follow up

with a nonverbal acknowledgement that the student complied, or add the student to their

narration.




11

Proactive Redirection Responsive Redirection

“Remember, when you enter, I’m looking for

seated, silent and starting work.”

(Calmly) “Casey, put your watch away and

continue with your assignment.”

Try It Out: How might you use redirection to proactively or reactively respond to students who are lining up after lunch in the cafeteria?

Prompt Action

When an educator is confident that a set of expectations are understood and internalized, they

may offer prompts, often in the form of questions, that allow a student to think about their

actions and determine what to do. An educator should use this when a student has typically

demonstrated success with a routine and supports can be adjusted to foster growing

independence. However, if prompting is not effective in supporting student behavior, the

educator should adjust to minimize student guesswork and utilize a redirection that clearly

states what the student should do.

Activity Direction: Prompting Action

“James, stop touching the walls.” “Where should our hands be when we walk?”

“Caroline, stop talking to Katie and turn in your

paper.”

“Caroline, what do we do when we’re

finished?”

Try It Out: How might you revise the following directions to prompt action in students?

“Amar, put the counters in the bin.”

Additional Strategies for Improving Teacher Language

The chart below highlights additional strategies for maintaining calm and positive interactions

with students. Study the examples below and reflect on what is communicated in each

statement. How might students interpret or respond each comment/redirection?

Strategies for Improving

Teacher Language

Non-Examples Examples

Stay Present

Tell student the desired

behavior and don’t focus on

the past.

“Johnny, you didn’t pass your

paper in with the group.”

“Johnny, please pass in your

paper.”

Assume Students Want to

Please

“Lily, you never listen. I said,

pass in your paper.”

“Lily, you may not have heard

me. Please pass in your

paper.”




12

Keep It Anonymous

When possible, avoid calling

students out publicly. This

maintains student dignity and

avoids power struggles.

“Tyler, you’re talking. You

should be silent.”

“I notice someone at table 4 is

still talking. Let’s all get quiet.”

Be Curious, Find Out More

When time permits, ask

students what they need.

“Jan, stop slowing the line

down.”

“You don’t seem yourself

today. Everything okay?”

Activate Investment

Make it a game or tie it to

growth goals or future

aspirations.

“Our line is moving too slow.

We will be late to music.”

“I know you guys love music.

Let’s see if we can get there

faster than we did yesterday.

Ready … go.”

Now make it your own. Use one of the above strategies to revise the redirection below.

Original Teacher Language Revised Teacher Language

“Tanya, stop talking while I’m talking.”

Which strategy did you use?

“Billy, we don’t touch other people in the line.”

Which strategy did you use?

As teachers introduce expectations and procedures, it’s essential to carefully plan and reflect

on language and tone. The Teacher Language Reflection Guide can be a helpful tool to support

ongoing reflection. In addition, to maintain a calm demeanor throughout the year, teachers

may need to use strategies such as pausing, disengaging, breathing, and planned ignore

strategies to remain neutral. It’s important to remember that if a procedure or expectation is

not being followed as directed, it’s a sign that skill development is needed and scaffolds should

be put in place. Because of this, sometimes the best in-the-moment strategy is for teacher and

students to pause, get calm, and take time to problem solve and plan adjustments.

Skill 6: Teach Acceptable Ways to Solicit Help in the Classroom and at School

Negative student behavior may be the result of an unmet need. Therefore, educators would do

well to develop proactive systems to identify and address student needs so that student well-

being is promoted and misbehavior is prevented. In addition to clearly communicating and

modeling expectations and procedures, educators can work to prevent unmet needs by

teaching students how to ask and advocate for the help they need.

EDUCATOR TOOL

Teacher Language Reflection

Guide and Sample

p. 22




13

Teaching students how to ask for help can include a range of situations, big and small. For

example, it could include a short lesson on how to get missed assignments after an absence, or

how to talk to a teacher if you think you’ve been misunderstood. Or it could include bigger

topics such as whom you should talk to if you’re a victim of abuse or are experiencing mental

health trouble. Educators can even set time aside to explicitly model how to get help for a

friend if you’re worried they are in harm’s way. The Checklist of Asking for Help Procedures is

a tool that gives teachers a starter list of procedures that can be taught for requesting help in

the school setting.

Tips for Teaching Students How to Ask for Help

• Introduce students to key adults in the building, and explain what their job is and how

they can help students.

• Norm procedures with other teachers for how and when students access help outside

the classroom.

• Teach students using explicit models, role plays, and examples and non-examples of

how to access the right help at the right time.

• Be consistent – when a student asks for help, demonstrate that you will help them

find what they need.

Of course, all of these lessons and procedures will depend on the child having trusting

relationships with adults in the building. That’s why an educator’s daily interactions are so

important. Those interactions will determine whom a child will turn to in their time of need.

EDUCATOR TOOL

Checklist for Asking for Help

Procedures

p. 27




14

Protocol for Developing Classroom Rules 15

Checklist of Common Classroom Procedures 16

Teaching Procedures Lesson Plan Template and Student Supports Guide 18

Introducing Procedures Feedback Form 20

Teacher Language Reflection Guide 22

Teacher Language Reflection Guide: Sample 24

Checklist for Asking for Help Procedures 27

Educator Tools




15

Protocol for Developing Classroom Rules

PURPOSE DIRECTIONS:

1. Identify the schoolwide rules and expectations.

2. Adapt this protocol to meet the needs of your students.

3. Ideally, this tool is to be used within the first 2-3 days of the

school year.

This protocol is one way to guide students in the

development of classroom rules or a class contract.

Protocol Pre-Work

The first step in developing shared classroom norms is to start with the end in mind. It is important that classroom expectations are

tightly aligned to the broader schoolwide expectations. To achieve alignment while still including student voice, consider what has

already been decided by the school, and where there is room for student input. In doing so, you will help focus the conversation with

students and ensure that you can include their contributions.

Schoolwide Expectations to Include in Class Contract

Protocol to Use with Students Facilitator Notes

Step 1: Introduce any schoolwide or classroom-specific expectations that should

be included in the contract to students. These expectations …

Should be positively framed

Should be concise and in student-friendly terms

Should not exceed 3-5 expectations

Step 2: Select one of the expectations and ask students to silently write on post-

its what it would look like, sound like, and feel like to see that expectation in

action. Provide 3-5 minutes of silent writing time.

Step 3: In groups of four, ask students to share their written responses for one of

the expectations. Next, ask them to eliminate any duplicate ideas.

Step 4: Ask each group to share the major actions or characteristics they

identified would be present if the expectation were being met by students. As

each group shares, the teacher should record their responses on a large sheet of

chart paper.

Step 5: Ask the whole class if they notice any duplicate ideas on the chart.

Eliminate duplicates so that 2-3 actions or characteristics are identified for the

overarching expectation.

Step 6: Repeat process so that each overarching expectation is discussed in small

groups and responses are recorded during a whole group discussion.

Step 7: Use ideas captured on chart paper to write a class contract. Considering

hosting a signing ceremony that involves special pens, paper, or actions to elevate

the creation of the contract. Once created, post the signed contract for all to see

and reference.

This protocol provides a general example of

how to incorporate student voice in classroom

expectations. It will need to be adjusted to

meet the needs of your students. Perhaps

your class will need more scaffolding, or could

work more independently. Use the below

ideas to help you modify this protocol to meet

your needs.

Possible Scaffolds:

Start with an example/non-example

Introduce key vocabulary terms

Break up the protocol over a few days

Remove writing component and ask

students to share orally

Keep conversation whole-group

throughout the protocol




16

Checklist of Common Classroom Procedures

PURPOSE DIRECTIONS:

1. Determine which procedures are needed in your classroom

setting.

2. With grade-level partners, prioritize which procedures should be

taught first and by whom.

3. Add to the list any needed procedures for your specific context.

4. Utilize the tool Teaching Procedures Lesson Template (p. 17)

for planning your procedures.

This checklist is intended to support the planning of

classroom routines and procedures.

Common Classroom Procedures

Procedures for Movement and Transitions

entering the classroom in the morning

preparing for dismissal in the afternoon

entering the classroom from the hallway

getting out of your seat

bathroom use

getting a tissue

throwing away trash

safety drills

distributing supplies to your group or the class

handing in homework

accessing missed work following absence

Procedures for Organizing Materials

sharpening pencils

handing out materials

using and storing materials (pencils, pens, paper)

handling technology or special supplies

organizing desk (locker) contents

students without pens and pencils

storing coats, bags, and lunches

Procedures Within Academic Blocks

transitioning in and out of group work

work to “do now”

transitioning to the mini-lesson

transitioning to independent work

handing in classwork

unfinished work

“fast finishers”

exit tickets

Procedures Leveraging Social Skills

how to contribute your ideas in class (raising hand, taking

turns)

showing agreement or disagreement

asking questions

signaling the teacher for help

getting the teacher’s attention

students who have a conflict in class

students who have had a conflict out of class (in the

cafeteria, in the gym, etc.)




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Procedure/Routine When Will It Be Taught? Who Will Plan It?




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Teaching Procedures Lesson Template

PURPOSE DIRECTIONS:

1. Identify a key procedure that needs to be taught in your

classroom setting.

Step 1: Unpack the social and emotional skills that should be

integrated into the teaching of this procedure.

Step 2: Plan each element of the lesson plan.

Step 3: Evaluate the types of supports needed for students to

be successful in learning and practicing the procedure. A set of

reflection questions is provided to guide this process.

2. Share with colleagues to ensure consistent implementation.

This template is intended to guide educators as they

plan to teach classroom routines and procedures in a

way that supports student developmental outcomes.

Step 1: Unpacking the Skills

Targeted Procedure Social and Emotional Skills Needed for Success

Example: Lining Up Example: Waiting turns, giving space to peers, self-awareness, asking

for space

Step 2: The Lesson Plan

Develop the Why: Why is this

procedure important to the classroom

community? How will it keep us safe

and/or help us learn?

The rationale should:

Be concise

Activate prior knowledge

Be in student-friendly terms

Be positively framed

Be referenced frequently

Script rationale:

Identify the What: What context do

students need? For example, are there

key adults that students need to

meet? Locations in the building that

need to be introduced? Objects in the

classroom that need to be identified?

List key pieces of context to share:

Outline the How: What steps will

students take to complete the task?

When will this procedure be modeled?

______________________________________

When will this procedure be practiced with

students?

_________________________________________




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The how should:

Be concise and student

friendly steps

Describe how students

should sound and move

Map the route students

should take while moving

Be modeled for students

Be practiced with students

Script: Plan your language supports:

✓ Positive Narration

✓ Proactive and Responsive Redirection

✓ Prompt Action

Progress Monitor: How will you

know if this procedure is successful?

Monitoring should:

Identify clear targets for

success (time, % of

successful students,

observable behaviors, etc.)

Inform reteaching and

ongoing revision

Goal for success: How it will be tracked:

Part 3: Planning Student Supports

Ready

Needs Support: Types of Support:

Needs Significant Support: Types of Support:

Reflection Questions

Does more than 30% of the class need support or significant support? If so, how can this procedure be revised to be more

supportive?

For the students in need of significant support, are there any common trends? Any antecedents or context that makes success

more or less likely? How can this inform revision?

If more than 90% of the class is “ready,” how can this procedure release more autonomy to the students and push their

development?




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Introducing Procedures Feedback Form

PURPOSE DIRECTIONS:

1. Rehearse and/or observe the introduction of a procedure.

2. Use the feedback form to evaluate effectiveness of the lesson

plan and/or execution of the procedure introduction.

3. Make revisions and reteach if needed.

This form can be used to guide self-reflection or to

provide feedback to a colleague.

Communicating the Why

Rationale is developmentally appropriate

Rationale is personally meaningful and motivating to students

Rationale is linked to school’s core values and/or schoolwide expectations

Explanation is clear

Explanation is adequate for what you are asking students to do

Uses economy of language

Gives students the opportunity to participate in building the rationale

Comment:

Outlining the How and Modeling Expecations

Includes language that specifies movement required

Includes language that specifies voice level required

Includes language that specifies participation (what you want students to do)

Uses attention-getting signal first – gets 100% of student attention before starting the model or practice

Models desired behaviors

Checks for student understanding when needed

Gives clear cue to start

Directions are discreet

Directions are sequential

Directions include observable actions the teacher can see and check for.

For example, ask for eyes on you and pencils down, as opposed to just asking for attention

When appropriate, teacher uses chants, songs, or cheers to increase investment

Comment:

Practicing the Procedure

Provides adequate time for practice at a neutral time

Chunks practice into smaller pieces for longer routines

Provides additional practice to individual students or whole group to address needs or misconceptions

Engages all students in practice

Pauses during practice to check for compliance

Teacher uses a balance of verbal and nonverbal feedback to support students

Teacher uses a neutral and calm tone to provide feedback and praise

Comment:




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Progress Monitoring

Utilizes a system for monitoring student performance during the routine (such as timer, tracker, clipboard, notes, etc.)

Carefully scans all student behavior during the routine

Uses proximity when appropriate

Positions body so that all students are visible

Narrates what teacher is noticing

Uses nonverbal signals to help monitor and/or correct student behavior

Provides feedback to students on their performance

Uses monitoring to determine if and when more practice is needed

Periodically reviews expected student behaviors before, during, and/or after routines

Identifies and addresses problematic behaviors connected to the routine (based on monitor data)

Acknowledges students for meeting expectations

Comment:




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Teacher Language Reflection Guide

PURPOSE DIRECTIONS:

1. Use a recording device or ask a colleague to take scripted notes

of you teaching or maintaining a class procedure.

2. Record your language and student responses in the teacher

action/student action note-taking space.

3. Use the reflection questions and the planning space to revise

language and plan for the future.

This reflection guide will support educators as they

reflect on the effectiveness of their teacher

language.

Observation Information

Start time: End time:

Targeted Procedure:

Progress-Monitoring Goal for Procedure:

Teacher Actions/Words Student Actions/Words




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1. Did you reach your progress-monitoring goal? If yes, what contributed to that success? If no, why not?

2. Did you use a variety of teacher language? If so, which types did you use?

Positive narration

Proactive redirection

Responsive redirection

Prompting action

Other strategy: _______________________________________________________

3. Of the above types of language, which were the most successful? With which students?

4. Which type or types of language were unsuccessful? With which students? What could you try in the future?

5. Are there any key challenges within the procedure or students who need additional support? How can you adjust your language

to support?

6. Are there opportunities to remove scaffolds and/or use more prompting language? If so, with which students?

Plan for the Future

Use the space below to revise your language. Select at least one direction, redirection, or piece of feedback you gave a student. Next,

use the strategies on the left to help you revise the statement.

Strategy What You Said What You Can Say Next Time

Stay Present

Tell student the desired behavior and don’t

focus on the past.

Assume Students Want to Please

Keep It Anonymous

When possible, avoid calling students out

publicly. This maintains student dignity and



When time permits, ask students what

they need.

Activate Investment

Make it a game or tie it to growth goals

or future aspirations.




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Teacher Language Reflection Guide: Sample

PURPOSE DIRECTIONS:

Review this sample reflection guide before completing your own self-

reflection. This sample reflection guide will support educators

as they reflect on the effectiveness of their teacher

language.

Observation Information Start time: 8:25 a.m. End time: 8:35 a.m.

Targeted Procedure: Lining Up

Progress Monitoring Goal for Procedure: All students line up silently within 60 seconds.

Teacher Actions/Words Student Actions/Words

It’s time to go to music class. We are going to continue to practice the line-up procedure we learned last week. Remember, we line up silently and quickly so that we have more time for fun and learning and so that we don’t disrupt other classrooms.

Before we begin, I need all eyes on me.

I’m waiting for all eyes. Tommy, head off desk.

Remember, I’ll be timing us to see if we improve our time and achieve our goal of 60 seconds. Yesterday, we got to 62 seconds. Let’s see if we can do it.

Ready … go.

Teacher points to table 1.

“Johnny stood and pushed in his chair. Angela is walking safely and quickly. Joanne is in the line facing forward.”

Teacher gives a thumbs-up and points to table 2.

“Table 1 is still standing silently in line. Marcus has pushed in his chair. Tyler has joined the line.”

Teacher gives another thumbs-up and then points to table 3.

Some students are looking at teacher and some students are still shuffling papers, and putting supplies in backpack.

Two students continue to look away and one student has head on desk.

Tommy rolls eyes.

Table 1 silently stands, pushes in chairs, and walks the shortest path to line up at the door.





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Teacher walks closer to Tommy but still maintains a distance. “James is in line, Carrie is in line.”

Teacher gives another thumbs-up and then points to table 4.

“Excellent job, everyone. We followed our procedure and lined up in 61 seconds. Let’s keep working to see if we can shave off that extra second the next time we line up.”

Everyone at table 3 except Tommy stands, pushes in chair, and quickly joins the line. Tommy moves in slow motion to the line.

Tommy makes it to the line.



1. Did you reach your progress-monitoring goal? If yes, what contributed to that success? If no, why not?

Not yet, but we were very close. I had some trouble getting everyone’s attention at the start of the procedure. I might

rethink my attention-getting procedure and/or have a clearer cue to start. Also, Tommy needs some additional support.

I’ll check in with him to see what ideas he has for making lining up better.

2. Did you use a variety of teacher language? If so, which types did you use?

Positive narration

Proactive redirection

Responsive redirection

Prompting action

Other strategy: Nonverbal redirection and prompting

3. Of the above types of language, which were the most successful? With which students?

Positive narration was effective with most students. Also, the nonverbal cues seemed to motivate students while still

keeping things moving quickly.

4. Which type or types of language were unsuccessful? With which students? What could you try in the future?

The redirection language I used with Tommy was unsuccessful. First, I’ll try to use a strategy that allows Tommy

some anonymity. If that doesn’t work, I will pull him to the side and ask him what he needs to be more successful.

5. Are there any key challenges within the procedure or students who need additional support? How can you adjust your

language to support? I think I need to revisit my attention-getting signal. It took a few reminders to get the classfocused.




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Plan for the Future

Use the space below to revise your language. Select at least one direction, redirection, or piece of feedback you gave a student. Next,

use the strategies on the left to help you revise the statement.

Strategy What You Said What You Can Say Next Time

Stay Present

Tell student the desired behavior and don’t

focus on the past.

“Tommy, head off desk.” “Let’s all show we’re ready by sitting up and putting eyes on me.”

Assume Students Want to Please

Keep It Anonymous

When possible, avoid calling students out

publicly. This maintains student dignity and


“Tommy, head off desk.” “I need everyone at table 3 with eyes on me.”


When time permits, ask students what

they need.

“Tommy, head off desk.” While the next group lines up, ask… “Tommy, is everything okay?”

Activate Investment

Make it a game or tie it to growth goals

or future aspirations.




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Checklist of Asking for Help Procedures

PURPOSE DIRECTIONS:

1. Determine which procedures are needed in your classroom and

school setting.

2. With grade-level partners, prioritize which procedures should be

taught first and by whom.

3. Add any needed procedures for your particular context to the

list.

4. Use the Teaching Procedures Lesson Template on p. 17 and

Tips for Teaching Students How to Ask for Help on p. 12 for

planning each procedure.

This checklist is intended to support schools as they

outline procedures to support students as they

request help.

Procedure When Will It Be Taught? Who Will Plan and Teach It?

Requesting the nurse

Requesting the counselor

Requesting to call home

Requesting to speak privately with a

teacher

Requesting missing assignments

What to do if you or a friend has

experienced abuse

What to do if you or a friend is being

bullied

What to do if you missed breakfast or

lunch

What to do if you are experiencing

homelessness.

What to do if you feel depressed, anxious,

or mentally unwell




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Summary of Understandings

Develop classroom rules that are aligned to the schoolwide matrix and incorporate student voice

• Developmentally grounded schools engage students in the creation and maintenance

of the classroom community. In doing so, they support students in healthy habit

formation and create the context for effective self-regulation.

• Shared norms and procedures result in a safe, calm and predictable environment that

benefits all students, but is especially beneficial to students who have experienced

chronic stress.

Plan for the teaching of routines and procedures

• Effective routines and procedures do more than simply save teachers time. They

create opportunities to teach social-emotional skills and promote a calm, safe and

predictable environment where students can exercise increasing levels of autonomy.

Modeling and practicing expectations and procedures

• Expectations and procedures must be taught with the same planning and care as

academic content. Students must be explicitly shown the desired behaviors and must

have adequate time to practice and receive ongoing feedback on their performance.

Progress monitoring

• Educators need a way to continuously reflect on the effectiveness of their routines

and procedures.

• Educators can use progress monitoring to determine when procedures need to be

revised or retaught to better support students’ growth. Alternatively, progress

monitoring can indicate when students are ready for additional levels of autonomy

and challenge.

• At its core, good monitoring is a commitment to noticing and providing targeted

feedback on student behavior. It is a continuous process, and should not be

abandoned once an expectation or procedure is internalized by students.

Teacher language that supports teaching and learning

• What educators say and how they say it has a profound impact on the way children

perceive themselves and the work they are being asked to do.

• Teachers should use language that tells students what to do, while remaining calm and

demonstrating a growth mindset.

• Ongoing reflection is needed to continuously improve teacher language

Teach acceptable ways to solicit help in the classroom and at school

• Knowing how to appropriately ask for help can empower students to proactively get

their needs met and increase their sense of agency within the classroom and school.

• Student well-being and student behavior will improve when educators are equipped

to proactively meet student needs.




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References

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the

science of learning and development. Applied Developmental Science, 1–44.

https://doi.org/10.1080/10888691.2018.1537791


https://doi.org/10.1080/10888691.2018.1537791

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